MOOC and Libraries

http://explore.tandfonline.com/content/bes/moocsandlibraries

New ACRL Discussion Group—Library Support for MOOCs

Libraries in the Time of MOOCs

http://www.educause.edu/ero/article/libraries-time-moocs
issues related to MOOCs, such as intellectual property rights, privacy issues, and state regulations.
MOOCs have arrived on the scene at a time when many institutions of higher learning are in extreme financial crisis
OCLC conference, “MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge? http://www.oclc.org/research/events/2013/03-18.html
The MOOC movement might change this copyright-ownership contract between university and faculty.

Stephens, M. m., & Jones, K. L. (2014). MOOCs as LIS Professional Development Platforms: Evaluating and Refining SJSU’s First Not-for-Credit MOOC. Journal Of Education For Library & Information Science, 55(4), 345-361.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d99055676%26site%3deds-live%26scope%3dsite
xMOOCs. Using central­ized learning platforms (e.g., Coursera),they emphasize individual learning usingautomated assessment tools.In contrast, cMOOCs stress the relation­ship between course content and a com­munity of learners. Social learning, in thecase of cMOOCs, is emphasized  through uses of distributed tools (e.g., a combina­tion of a course site, student blogs, andsocial  etworking sites) to build networks of knowledge and learners. Unlike their xMOOC counterparts, the role of an in­ istructor in a cMOOC is to be a “guide on the side,” a facilitator of the knowledge­ making process who uses connectivist learning theory (Siemens, 2004; Siemens,2012)